Shared writing

This presentation talks about 'shared writing' as a tool to teach writing in the class.

1. Shared Writing Sushree Mishra Educational Consultant

2. Shared Writing Overview of the presentation Shared Writing What is shared w riting? Steps in shared writing Role of teacher Role of student Time taken for shared writing and materials needed Why is shared w riting important? Example of shared writing How can it be used with students? The ultimate goal of shared writing References

3. What is shared w riting? Shared writing is an instructional approach to teach writing to students by writing with them. The idea is to teach writing through writing. The process of writing is demonstrated by the teacher through a ‘write aloud’ process. The teacher acts as a scribe while the students contribute ideas. In other words, the pen is always in the teacher’s hand.

4. Steps in shared writing Teacher establishes purpose of shared writing session Teacher brainstorms ideas with a student or whole class Teacher chooses one idea out of many with students Teacher invites students to elaborate on the idea Teacher and students compose the text together -Teacher models the process of writing -Teacher focuses on specific elements of writing -Teacher and students revise the text together Celebrate writing by publishing, reading aloud, sharing it with the class

5. Steps in shared writing Role of the student Role of the teacher Establish the purpose of writing Student listens and participates in the talk Teacher establishes the purpose of writing E.g.: writing a narrative piece, exercising imagination, writing poems, using descriptive words Brainstorm ideas together Students contribute ideas Teacher records the ideas on a chart paper Choose ‘a’ topic Zero down on one idea to write about Teachers helps decide which idea to choose. Elaborate on ideas Elaborates on the ideas Teacher helps elaborate by asking guided questions – What else do you think you can add? What might make it sound better? etc. Model the process of writing Student answers teacher’s questions, gives his/her opinion on what teacher says Teacher explicitly models the writing process. Teacher explains each decision she makes and the reasons for the same. For example, if focus is on using descriptive words, and teacher uses one word over other, she explains the reason for it. She also invites student’s opinions: Which sounds better – this word or that? Why?

6. Steps in shared writing Role of the student Role of the teacher Model the process of writing Student answers teacher’s questions, gives his/her opinion on what teacher says. Re-reads the sentences before writing them down, to provide students with insights on how to compose a sentence. Reads sentences over and over again to ensure flow of sentences. Asks students, ‘Now does it sound better. “ Provides enough wait time for students to think and respond. If students find it challenging to respond, teacher asks guided questions to elicit responses. Teaches different genres of writing and explicitly models the structure during this stage.

7. Steps in shared writing Role of the student Role of the teacher Revise together Student participates in the discussion with teacher/peers. Teacher reads the text and asks the students, ‘Does the text flow well? Can I add more sentences to make it sound better? Can I add more detail? Final piece Student reads it aloud to the teacher Teacher reviews all the elements of writing addressed during the session. Celebrate writing Students share it with the class through classroom newsletters, with parents, class blogs, writing journals. Teachers provides means/ideas to the students to share their writing and provides positive reinforcement by highlighting their strengths in writing- creativity, good use of verbs, variety in sentence structure, etc.

8. Setting, time taken and materials used Setting Informal In a safe and comfortable environment In the class or at home Time taken 15-20 minutes per session Materials used Markers, chart papers, magnets, rulers

9. Why is shared w riting important? Regie Routman (1994 ) lists several benefits of utilizing the shared writing strategy with students. Some of these include the recognition that shared writing: Reinforces and supports reading as well as writing Makes it possible for all students to participate Encourages close examination of texts, words, and options of authors Demonstrates the conventions of writing-spelling, punctuation, and grammar Focuses on composing and leaves transcribing to the teacher (quoted from http://www.teachervision.fen.com/reading-and-language-arts/skill-builder/48883.html) Helps build motivation and increases confidence in struggling readers. It is a step towards independent writing

10. Example of Shared Writing Student’s name: Mac Grade: 3 Teacher: Sushree Purpose of the session: Exercising imagination to write a free verse poem Time taken for the session: 20 minutes Materials used: Paper, pen Setting: One-on-one Source of the idea: Pg. 57, Exercising the imagination, Craft Lessons: Teaching Writing K-8 , Ralph Fletcher, Joann Portalupi .

11. Writing a poem together Discussed purpose of the session – writing a free verse poem together, exercising imagination, understanding how a poem is different from prose Brainstormed ideas for poem together. Zeroed in on - What if…. Chose one topic from the list Mac suggested – What if I was a tree Elaborated on the idea using mind map.

12. Elaborating on the idea chosen The smaller circles represent the ideas listed by Mac.

13. First draft If I was a tree I would make shade for people I would make house for people I would make boats for people I would make paintings with branches We decided to add details to this poem. We then elaborated on each idea. I asked him these questions: WHY do you want to make shade for people? WHY do you want to make houses for people? WHY do you want to make boats for people? WHY do you want to make paintings with branches? The idea was to e licit further responses from Mac and make his thinking more visible.

14. Second draft If I was a tree I would make shade for people So they won’t be hot anymore And they could be happy If I was a tree I would make house for people So they won’t be homeless If I was a tree I would make boats for people So they could sail to ocean If I was a tree I would make paintings with branches And gift it to my friend So he could sell the painting And get money The lines in red represent the additions made. Then I asked Mac, ‘Do you think it is a good idea to add the line – and they could be happy’ to the other stanzas too?’ Mac said, ‘Yes, that sounds better. The repetition sounds good.’

15. Final draft If I was a tree I would make shade for people So they won’t be homeless And they could be happy If I was a tree I would make house for people So they won’t be homeless And they could be happy If I was a tree I would make boats for people So they could sail to ocean And they could be happy If I was a tree I would make paintings with branches And gift it to my friend So he could sell the painting And get money And he could be happy Mac’s illustration – Can you guess what is happening here?

16. How can shared writing be used with students? One-on-one with struggling students As a whole class activity With partners, collaboration with peers As a part of writer’s workshops At home with parents Making lists, making cards, greeting, morning messages in class, classroom newsletters

17. The ultimate goal of shared writing is to get students motivated to write more, write better and write independently.

18. References Fletcher R. and Portalupi J ., Craft lessons: Teaching Writing K-8 , Second Edition, Stenhouse Publishes. Payne C. D and Schulman M. B., Getting the most out of morning message and other shared writing , Scholastic. Cohen V. L. and Cowan J. E., Literacy for children in an information age: Teaching Reading, Writing, and Thinking , First Edition, Wadsworth Publishing. Burkhardt R. M., Writing for real: Strategies for Engaging Adolescent Writers , Stenhouse Publishers. http ://www.teachervision.fen.com/reading-and-language-arts/skill-builder/48883.html http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0783-jan01/LA0783Reading.pdf http :// www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html

19. THANK YOU